For questions 1 and 2, select one entry for each blank from the corresponding column of choices.

Fill in the blank in the way that best completes the text.

For questions 3 and 4, select one entry for each blank from the corresponding column of choices.

Fill in the blank in the way that best completes the text.

For questions 3 and 4, select one entry for each blank from the corresponding column of choices.

Fill in the blank in the way that best completes the text.

For questions 5 and 6, select one entry for each blank from the corresponding column of choices.

Fill in the blank in the way that best completes the text.

For questions 5 and 6, select one entry for each blank from the corresponding column of choices.

Fill in the blank in the way that best completes the text.

Questions 7 and 8 are based on the following reading passage.

The most plausible justification for higher taxes on automobile fuel is that fuel consumption harms the environment and thus adds to the costs of the traffic congestion. But the fact that burning fuel creates these "negative externalities" does not imply that no tax on fuel could ever be too high. Economics is precise about the tax that should, in principle, be levied to deal with negative externalities: the tax on a liter of the fuel should be equal to the harm caused by using a liter of fuel. If the tax is more than that, its costs (including the inconvenience to those who would rather have used their cars) will exceed its benefits(including any reduction in congestion and pollution).

Questions 7 and 8 are based on the following reading passage.

The most plausible justification for higher taxes on automobile fuel is that fuel consumption harms the environment and thus adds to the costs of the traffic congestion. But the fact that burning fuel creates these "negative externalities" does not imply that no tax on fuel could ever be too high. Economics is precise about the tax that should, in principle, be levied to deal with negative externalities: the tax on a liter of the fuel should be equal to the harm caused by using a liter of fuel. If the tax is more than that, its costs (including the inconvenience to those who would rather have used their cars) will exceed its benefits(including any reduction in congestion and pollution).

Questions 9 and 10 are based on the following reading passage.

A tall tree can transport a hundred gallons of water a day from its roots deep underground to the treetop. Is this movement propelled by pulling the water from above or pushing it from below? The pull mechanism has long been favored by most scientists. First proposed in the late 1800's, the theory relies on a property of water not commonly associated with fluids: its tensile strength. Instead of making a clean break, water evaporating from treetops tugs on the remaining water molecules, with that tug extending from molecule to molecule all the way down to the roots. The tree itself does not actually push or pull; all the energy for lifting water comes from the sun's evaporative power.

Questions 9 and 10 are based on the following reading passage.

A tall tree can transport a hundred gallons of water a day from its roots deep underground to the treetop. Is this movement propelled by pulling the water from above or pushing it from below? The pull mechanism has long been favored by most scientists. First proposed in the late 1800's, the theory relies on a property of water not commonly associated with fluids: its tensile strength. Instead of making a clean break, water evaporating from treetops tugs on the remaining water molecules, with that tug extending from molecule to molecule all the way down to the roots. The tree itself does not actually push or pull; all the energy for lifting water comes from the sun's evaporative power.

For questions 11 to 16, select the two answer choices that, when used to complete the sentence, fit the meaning of the sentence as a whole and produce completed sentences that are alike in meaning.

For questions 11 to 16, select the two answer choices that, when used to complete the sentence, fit the meaning of the sentence as a whole and produce completed sentences that are alike in meaning.

For questions 11 to 16, select the two answer choices that, when used to complete the sentence, fit the meaning of the sentence as a whole and produce completed sentences that are alike in meaning.

For questions 11 to 16, select the two answer choices that, when used to complete the sentence, fit the meaning of the sentence as a whole and produce completed sentences that are alike in meaning.

For questions 11 to 16, select the two answer choices that, when used to complete the sentence, fit the meaning of the sentence as a whole and produce completed sentences that are alike in meaning.

For questions 11 to 16, select the two answer choices that, when used to complete the sentence, fit the meaning of the sentence as a whole and produce completed sentences that are alike in meaning.

Questions 17 to 20 are based on the following reading passage.

(1) Schools expect textbooks to be a valuable source of information for students. My research suggests, however, that textbooks that address the place of Native Americans within the history of the United States distort history to suit a particular cultural value system. In some textbooks, for example, settlers are pictured as more humane, complex, skillful, and wise than Native American. In essence, textbooks stereotype and deprecate the numerous Native American cultures while reinforcing the attitude that the European conquest of the New World denotes the superiority of European cultures. Although textbooks evaluate Native American architecture, political systems, and homemaking, I contend that they do it from an ethnocentric, European perspective without recognizing that other perspectives are possible.

(2) One argument against my contention asserts that, by nature, textbooks are culturally biased and that I am simply underestimating children's ability to see through these biases. Some researchers even claim that by the time students are in high school, they know they cannot take textbooks literally. Yet substantial evidence exists to the contrary. Two researchers, for example, have conducted studies that suggest that children's attitudes about particular culture are strongly influenced by the textbooks used in schools. Given this, an ongoing, careful review of how school textbooks depict Native American is certainly warranted.

Questions 17 to 20 are based on the following reading passage.

(1) Schools expect textbooks to be a valuable source of information for students. My research suggests, however, that textbooks that address the place of Native Americans within the history of the United States distort history to suit a particular cultural value system. In some textbooks, for example, settlers are pictured as more humane, complex, skillful, and wise than Native American. In essence, textbooks stereotype and deprecate the numerous Native American cultures while reinforcing the attitude that the European conquest of the New World denotes the superiority of European cultures. Although textbooks evaluate Native American architecture, political systems, and homemaking, I contend that they do it from an ethnocentric, European perspective without recognizing that other perspectives are possible.

(2) One argument against my contention asserts that, by nature, textbooks are culturally biased and that I am simply underestimating children's ability to see through these biases. Some researchers even claim that by the time students are in high school, they know they cannot take textbooks literally. Yet substantial evidence exists to the contrary. Two researchers, for example, have conducted studies that suggest that children's attitudes about particular culture are strongly influenced by the textbooks used in schools. Given this, an ongoing, careful review of how school textbooks depict Native American is certainly warranted.

Questions 17 to 20 are based on the following reading passage.

(1) Schools expect textbooks to be a valuable source of information for students. My research suggests, however, that textbooks that address the place of Native Americans within the history of the United States distort history to suit a particular cultural value system. In some textbooks, for example, settlers are pictured as more humane, complex, skillful, and wise than Native American. In essence, textbooks stereotype and deprecate the numerous Native American cultures while reinforcing the attitude that the European conquest of the New World denotes the superiority of European cultures. Although textbooks evaluate Native American architecture, political systems, and homemaking, I contend that they do it from an ethnocentric, European perspective without recognizing that other perspectives are possible.

(2) One argument against my contention asserts that, by nature, textbooks are culturally biased and that I am simply underestimating children's ability to see through these biases. Some researchers even claim that by the time students are in high school, they know they cannot take textbooks literally. Yet substantial evidence exists to the contrary. Two researchers, for example, have conducted studies that suggest that children's attitudes about particular culture are strongly influenced by the textbooks used in schools. Given this, an ongoing, careful review of how school textbooks depict Native American is certainly warranted.

Questions 17 to 20 are based on the following reading passage.

(1) Schools expect textbooks to be a valuable source of information for students. My research suggests, however, that textbooks that address the place of Native Americans within the history of the United States distort history to suit a particular cultural value system. In some textbooks, for example, settlers are pictured as more humane, complex, skillful, and wise than Native American. In essence, textbooks stereotype and deprecate the numerous Native American cultures while reinforcing the attitude that the European conquest of the New World denotes the superiority of European cultures. Although textbooks evaluate Native American architecture, political systems, and homemaking, I contend that they do it from an ethnocentric, European perspective without recognizing that other perspectives are possible.

(2) One argument against my contention asserts that, by nature, textbooks are culturally biased and that I am simply underestimating children's ability to see through these biases. Some researchers even claim that by the time students are in high school, they know they cannot take textbooks literally. Yet substantial evidence exists to the contrary. Two researchers, for example, have conducted studies that suggest that children's attitudes about particular culture are strongly influenced by the textbooks used in schools. Given this, an ongoing, careful review of how school textbooks depict Native American is certainly warranted.